Course:FNH200/2017s/TeamProjects
| FNH200 Exploring our Foods | |
|---|---|
| |
| Course Info | |
| Instructor: | Judy Chan |
| Class Time: | T Th 9 to 10:50 am |
| Teamwork Time: | T Th 11 to 11:50 am |
| Optional Teamwork Time: | T Th 8 to 8:50 am |
| Format: | Online and Team |
| Office Hours: | By appointment via email |
| Facebook Gp: | UBC FNH 200 Judy's |
| Course Syllabus: | 2023s Syllabus (PDF) |
| Past Projects: | Team Projects 2011-21. |
| 2023 Summer Online | |
| Course Lessons | |
| 2022 Summer Online | |
| 2021 Summer (July - Aug) | |
| 2020 Summer (July - Aug) | |
| 2017 Summer (July - Aug) | |
| 2015 Winter (2016 Jan to April) | |
| 2014 Winter (2015 Jan to April) | |
| 2013 Winter (2014 Jan to April) | |
| 2012 Winter (2013 Jan to April) | |
| 2011 Winter (2012 Jan to April) | |
| 2010 Winter (2011 Jan to April) | |
Photospheres by Teams 5, 8, and 11:
https://drive.google.com/open?id=0B4fwxHydaR4Zc0RXbWpqbVFJNHM
2017s Team Project Guideline is almost ready: Project Guide
2017s Project Topics
| Team Number | Interview? Research? |
Who would you like to interview (describe the relationship or the job, don't include real name here)? What food you like to explore and what aspects of the food (please insert a link to the associated Wikipedia Webpage)? |
Approval (Yes/No) |
|---|---|---|---|
| Team 01 | Research | https://en.wikipedia.org/wiki/Fishcake https://en.wikipedia.org/wiki/User:Groupone/sandbox |
Yes |
| Team 02 | Research | https://en.wikipedia.org/wiki/Ketchup |
Yes |
| Team 03 | Research | Manufacturing and Ingredient purpose for Veggie Burgers (https://en.wikipedia.org/wiki/Veggie_burger) Sandboxes: https://en.wikipedia.org/wiki/User:Hpannu7/sandbox https://en.wikipedia.org/wiki/User:lorraineluo/sandbox https://en.wikipedia.org/wiki/User:Carolboat/sandbox https://en.wikipedia.org/wiki/User:RickyCai/sandbox |
Yes |
| Team 04 | Research | Explore Ingredients For Macaroons https://en.wikipedia.org/wiki/Macaroon | Yes |
| Team 05 | Interview | Food professional from Sockeye City Grill who's been in the industry for 51 years | Yes
Interview Questions : https://docs.google.com/document/d/1GMn--wt8ZQ0dDqiJhEhE_srraOCFR8e9SWcH7pt6DWU/edit |
| Team 06 | Research | Peanut Butter https://en.wikipedia.org/wiki/Peanut_butter https://en.wikipedia.org/wiki/User:User:Brady Student/sandbox |
Yes |
| Team 07 | Research | Pink Himalayan Salt https://en.wikipedia.org/wiki/Himalayan_salt |
Yes |
| Team 08 | Interview | Food Professional from Fratelli Authentic Italian Bakery | Yes |
| Team 10 | Research | Cranberry Juice https://en.wikipedia.org/wiki/Cranberry_juice |
Yes |
| Team 11 | Interview | Food Professional from TurF in Kitsilano. Our team was curious about vegan food production practices at the restaurant and how, if at all, these differed from the food practices in restaurants that do not have a predominantly vegan menu |
Yes |
| Team 12 | Research | Additives in dough in Canada https://en.wikipedia.org/wiki/Dough | Yes |
| Team 13 | Research | Tapioca balls https://en.wikipedia.org/wiki/Tapioca_balls Sandbox: Team 13 Sandbox Link |
Yes |
Your Reflections and Exam Questions
I will create another Wikipage on UBC wiki where you can post your team reflections, videos and exam questions to complete your team projects.
Team 1 Exam Question and Reflection
|
Contribute your question, answer and explanation here.
Question: Canada has a specific regulation for manufacturing fishcakes, requiring that fishcakes should be heated to 65°C for one minute. Why is that so? Answer: (a) to stop retrogradation (b) to allow proper convection (c) to destroy microorganisms (d) b and c (e) All of the above Explanation: Many fishcake producing countries such as Canada and Japan have strict regulations on the manufacturing process of the Fishcakes with many indicating the specific amount of heat required and time needed. We assumed that since so many countries have specifications regarding the manufacturing it should be a mandatory step in the processing. Answer: C. The high heat is required to kill microorganisms present in the fish cake such as salmonella.
|
| Team Reflection | A group reflection describing what you experienced and learned as a team at the beginning, development and completion of the project. Did you accomplish what you wanted to do at the beginning? Is there something else that you wanted to learn, but hadn’t? How did the team function together? What would you have done differently?
Prior to this class, all of us have never edited anything on Wikipedia before so it was quite challenging for us to edit it and get used to the sandbox function. In addition to that, we had issues with the uploading of photos which was disappointing since we really wanted to share the photos that we took with other people to help substantiate our writings. It was also the first time all of us worked together as a team and initially we did not know how each of our work in a team so it took some trial and error for us to understand and work well together. Overall, we would say that our team experience was pleasant as all of us were committed to doing the tasks that were assigned to us. We also communicated frequently through meet ups and social media messaging. As a team that is primarily composed of international members, it was fascinating as all of us had different experiences to share. This also gave us an edge as we could edit pages like the first assignment where we did on beer when we explored the different countries perspective on the same product. Furthermore due to our diverse backgrounds we could read and translate different pages when we did our final project on fish cake which helped increase the number of sources available to us. We would have liked to be able to learn more on the types of traditional food from our countries but due to time constraints and cultural differences it would be hard. With regards to what we would have done differently, we realized that the article that we chose in our first assignment was actually a well developed article. Even though we did manage to add to the information available, we could have contributed to an article that was less developed. |
Team 2 Exam Question and Reflection - may be on exam (please 'study' the explanation)
|
Which content contributes to the majority viscosity of ketchup?
A). Xanthan Gum B). Fat C). Protein D). Sugar Correct answer: A). Xanthan Gum explain: Commercial tomato ketchup has an additive, usually xanthan gum, which gives the condiment a pseudoplastic or "shear thinning" property - more commonly known as thixotropic. This increases the viscosity of the ketchup considerably with a relatively small amount added. A way for ketchup manufacturing companies to avoid leaching of their products would be to add a hydrocolloid. Xanthan gum is able to stabilize ketchup by covalently binding to water. This strong bond keeps water from separating out of the ketchup and creating a layer at the surface. As we have learned in lesson 2, Most of the polysaccharides used in food products are derived from plant or seaweed sources; a few are from microbial origin. They contribute to the thickness or viscosity and textural properties of food products. Xanthan gum as a typical polysccharides is commonly used in salad dressings as a thickening agent, which enables the dressing to cling to the salad components. Similar with salad dressing, ketchup also need xanthan gum to increase viscosity. |
| Team Reflection | In our team, everyone had a positive attitude when approaching any task, assignment, or project. The work was broken up and delegated to ensure that all the work was completed with as much detail and attention that it needs. Within our group, we respected and trusted each other to complete all group work on time. Due to our busy schedules, we found it effective to communicate through facebook and meet during class time.
Overall, it was a great experience working with our teammates. Although we did have different schedules and we are all from different backgrounds, we managed to work efficiently together and manage our time wisely. Everyone tried their best to contribute during the group portion of the exam, which led to a productive discussion before coming to a conclusion on an answer. Having a team with different academic backgrounds especially helped us learn from each other and complement each other's’ strengths and weaknesses. Something we could have done differently would have been to meet more in person to ensure that everyone is on the same page and to check-in on each other. Due to the intensity of a summer class, I think we did well with the little time we had and tried our best to communicate with each other. |
Team 3 Exam Question and Reflection
|
Multiple Choice: What is the purpose of vacuum-packaging in veggie burgers?
A. Prevent anaerobic microbial growth B. Prevent the oxidation of the food C. Prolonging shelf life D. All the above E. Only B and C Answer E: Vacuum packaging does not prevent anaerobic microbial growth. It will prevent Aerobic microbial growth. This question is important to know as vacuum packaging is a technique that is used by many food manufacturers. Also it is important to differentiate between aerobic and anaerobic microorganisms and how to prevent food spoilage by using preservation techniques that target certain microbes. Short Answer: Describe some of the key manufacturing processes and procedures for veggie burgers (use some of the keywords that was learned from our lectures). Answer: cleaning, cooking grains, dicing vegetables, combining grains and vegetables, Mirepoix formation, addition of dry ingredients, forming patties, cooking, quick freezing, vacuum sealing. This question is important to know as it describes several steps/techniques that were learned in class. This will give students the chance to use the knowledge they gained from different lectures and to put it all together in the manufacturing of veggie burger and/or other food products. |
| Team Reflection | At the beginning of our project, we were discussing topics we should choose for our project. This took us a few days to do until we all agreed on Veggie Burgers - Manufacturing and Ingredient Purpose. At first we had difficulty meeting up because of people's work/life schedules. Additionally, we were not very sure about what tasks each of us would do. We tried doing research on our own at home but that was unsuccessful due to everyone not being certain on the exact task. We then decided to start meeting together to do all the work together. This was much better to do as we could talk to one another about our topic and hit each objective as a group. This allowed us to find better resources that were specific to our research. We then did each subsequent meeting together as a group until the project was finally finished.
Through doing the project we learned about different topics that were covered in our class. This included topics such as cooking, preservatives, freezing, etc. that are all included in the manufacturing process. All of these techniques help with the nutrition retention and help with prolonging the shelf life of the product. This was a surprise to us as it taught us that there are a number of procedures that occur before a veggie burger is actually made. It made us realize that we should not take foods for granted as there is a lot of work that happens in the background during processing. By the end of our group project, we feel like we accomplished our goal and finished the project in a timely manner. It would have been interesting to touch on topics such as reasons for a vegan diet - religious, personal choices, health benefits (reduce cholesterol and fat) etc. and see how those play into factor. Overall, we functioned quite well as a group and everyone partook in the tasks collectively. Something we would have done differently for another project is to meet up right away and make objectives. This was a struggling point for us which slowed us down at the beginning. However, once we met up as a group and the objectives were tackled, we completed the project successfully on time. |
Team 4 Exam Question and Reflection - may be on the exam (please 'study' the explanation)
|
Multiple Choice: What is true about egg whites?
Answer: D As air is incorporated into the liquid by the action of the egg white proteins, it stabilizes the bubbles by forming a film around the gas and causes foaming. Ovotransferrin, ovomucin, and lysozyme are proteins with properties in controlling foodborne pathogens and as food preservatives. Additionally, egg whites do act a leavener as it's just another way to explain the foaming process. Over the span of the course, we have delved into many different food items focusing on chemical makeup, preservation methods, foodborne disease etc. Our team found it interesting that throughout the course eggs whites had appeared in many instances and again in our own research. This substance is versatile and it encapsulates many different sections of this course. Eggs whites have the ability to transform other ingredients through chemical processes and as we have learned, it has the capability of controlling foodborne pathogens, strong antimicrobial activity, and properties to act as a food preservative. |
| Team Reflection | During the beginning stages of our team project, we took a few days to brainstorm and decide on our final topic; Macaroons - the ingredients that contribute to the baking process. We had found it challenging to find meeting times and decided that using online resources was our best route to take. Through online communication and in class work periods we were able to come up with concrete objectives and set out a plan of action. Each individual member completed a section separately and then convened, bringing our ideas together, during class sessions.
Our final decision was to focus on a list of ingredients that make up the macaroon and research each substance to its full extent. In our separate studies, the questions we concentrated on was the chemical and physical properties of each substance, whether the ingredients contribute to food preservation, fermentation, and any other properties relating to food safety and spoilage. One particular aspect of this project that was noteworthy was how what we learned in the course appeared within each ingredient when researched. For example, we understood the terminology and concepts for preservation and how salt or sugar contributed to preserving a product and the chemical meaning behind it such as the interaction and binding with water. The course content helped greatly in our learning and understanding of the different ingredients. As the project came to a close, we reflected on what we could have done differently as a team. Although we used online forums to communicate, more meetings in person outside of class time would have been beneficial to the brainstorming and objective setting stages. However, timing is always an issue for many individuals so using class time effectively and online resources helped our team greatly. |
Team 5 Exam Question and Reflection
What are three ways a seafood restaurant can ensure safety of the food they serve?
Correct answer: D
The question demonstrates the practical use of what was taught in class to a real world setting. It provides students with the opportunities to appreciate the variety of ways food can be kept safe for consumption.
|
Contribute your question, answer and explanation here. |
| Team Reflection |
Did you accomplish what you wanted to do at the beginning? Is there something else that you wanted to learn, but hadn’t? How did the team function together? What would you have done differently? |
Team 6 Exam Question and Reflection
|
Question: Outline the definition of Blanching, its functions and its' primary function in the production of peanut butter.
Answer: Blanching is a form of thermal processing applied mainly to vegetables and some fruit by exposing them to hot water or steam for a short period of time. Some of its functions are: • Inactivates enzymes in plant tissues so that enzymatic degradation does not occur. • Wilt vegetable products to enable packing of the products into containers so that proper fill weights can be achieved. • Drive off inter- and intracellular oxygen and other gases from plant tissues so that containers are not deformed by excessively high internal pressures. • Blanching is used in producing peanut butter primarily to make it easier to remove the skin from the roasted peanuts Importance: It is important for us to know about blanching because it is one of the most popular thermal preservation techniques and one we can and must apply to everyday home cooking. Blanching is also an important part peanut butter generation process. The method employs heat and water blanching. |
| Team Reflection | In the beginning, we used the team contract to outline the strengths and weaknesses of each member, which helped us identify which students would be comfortable with which specific tasks, and also plan an effective strategy to reach our goals. Thanks to the time provided to work on our projects in class, and the availability of all group members after lectures, discussions were easy to organize and productive.
While choosing the topic, we all came up with one food item each and posted it on our common chat. After the next lecture we discussed and reviewed all the options together and decided on peanut butter. After picking the topic, each of us were designated one part of production process of peanut butter. All the members posted their writings on a common Google document file where the other members could review and critique the material. This project allowed us to reflect back on our learning’s from lectures and apply the knowledge of processes such as blanching, packaging and shelling, and understand the different reasons for their applications and techniques. Together, the team was able to accomplish all goals in a timely manner without many delays or setbacks. The fact that all team members were equally invested in the project and completed their individual tasks responsibly allowed us to enjoy working with one another and create a quality project. One thing that we wish we could study further is the reasons for peanut butter allergic reactions, and to research any substitutes for persons with such allergies. But, we as a team decided to focus on the production processes because it seemed more relevant to the course topics. |
Team 7 Exam Question and Reflection
|
Himalayan salt is often ______ in color due to ______
A pink , trace minerals B pink, food coloring C white, anti clumping agents D white , processing E white , minerals Correct answer is A It's important to distinguish this because the pink hue of Himalayan salt is a defining feature which differentiates from regular table salt. |
| Team Reflection | At the beginning of the course, we quickly learned that we would work well together as a team. We were open to one another’s ideas, opinions, and constructive criticisms. We also shared the goal of putting in the necessary effort to succeed not only in the course as a whole, but on the project as well. When deciding on a topic for our team project, we thought that it might be interesting to research a food item that has been trendy or highlighted recently. We had heard about pink himalayan salt and wondered if it truly is so different from traditional table salt. How does it differ in the way it is harvested and processed? What role did it play in the past and did it contribute to preservation techniques through the use of salt as discussed in class? We also thought it would be important to include a small discussion on proposed health benefits and non dietary uses on the wikipedia page because it is often for these two reasons that this particular salt is talked about. Being that we each live busy lives and meeting outside of class time may have been difficult, we decided to divide the work, gather information individually, and then put it all together in order to complete our project. In the end, we accomplished what we hoped to and in the process learned to what extent a trendy food item, pink himalayan salt, differs from an everyday ingredient, traditional table salt. Overall, we had a good experience working together throughout both team assignments as well as during the group portions on the midterms. We each completed our individual tasks by the agreed upon timelines and helped each other when needed. |
Team 8 Exam Question and Reflection - may be on the exam
|
Multiple Choice Question: A barista is steaming milk for a latte and the customer requests it to be extra foamy. How can the barista make that happen?
A) Decrease the temperature of the steam spout so that all the milk foam will keep its structure and not overheat. B) Move the frothing pitcher where there is most foam to cause more milk proteins to become foam. C) Steaming the milk longer to trap more air bubbles in the milk. D) Add heat to the milk before beginning to steam it. E) Steaming the milk longer so the air bubbles grow larger. Answer: C Explanation: This question is important for our fellow students to know because we all probably have coffee drinks often whenever we don’t get enough sleep studying for an exam. Knowing how are coffee is made, how we should store it, and when we should consume it is beneficial to our health. Heat processing is also added to our milk in different ways for various reasons. Knowing what has happened to our milk before we change the properties ourselves in any way will promote our proper consumption standards. |
| Team Reflection | As a team we experienced different thoughts and approaches to completing tasks and answering questions. We learned in the beginning that we all had different strengths and weaknesses. The dynamic of our team improved as we began to use the strengths of each individual to support our weaknesses. During the completion of our project we learned techniques and communication skills that assisted the smooth progression of work within the group. The open behaviour and trust in each other let us accomplish what we planned to do from the beginning, compiling the knowledge acquired from our interview and the rest of this course into a informative and presentable format. We learned everything we wanted to about how a bakery in our community functions, and our team easily agreed on most of the project decisions that needed to be made. If we were to redo this project, the only thing we would consider doing differently would be working on tasks together rather than splitting the work and doing it individually. |
Team 10 Exam Question and Reflection
|
Colour loss is found during the processing of cranberry juice. Which method below can be used to prolong colour stability? |
| Team Reflection | A group reflection describing what you experienced and learned as a team at the beginning, development and completion of the project. Did you accomplish what you wanted to do at the beginning? Is there something else that you wanted to learn, but hadn’t? How did the team function together? What would you have done differently? |
Team 11 Exam Question and Reflection - may be on the exam (please 'study' the explanation
|
Many restaurants, such as TurF, value and advertise wholesome, fresh, organic food items on their menu more often than they do with frozen / previously frozen food items. From a consumer’s point of view, why is this appealing?
Correct Answer: E) |
| Team Reflection |
Did you accomplish what you wanted to do at the beginning? |
Team 12 Exam Question and Reflection - may be on the exam (please 'study' the explanation)
|
|
| Team Reflection | At the beginning, we had some trouble choosing an appropriate topic, not for the lack of ideas, but limited because the foods each of us chose for assignment #1 were already written about extensively on Wikipedia. Another confusion we had was the editing process in Wikipedia. It was a steep learning curve. We're very glad that Will came to our class a few times to help us out. During the development of our project, things went smoother. A topic was chosen, and the clarification that we need only to do one topic within our choice of food helped us narrow down our focus. We figured out that the most efficient way for us to get our assignment done was to use Google Docs to edit our work and then put our final product directly onto Wikipedia. None of our strengths was technology, so we created a system that worked for us. At the completion of our project, we were satisfied that our work met all the requirements of the assignment. In the end, we did not complete what we initially thought we would for our food (we initially thought we had to write several subsections for our food), but what we eventually produced was much better, as it was more appropriate for the project requirements (writing in depth about one section.) One thing we wish we could have learned about our topic was more in depth about other countries' policies on the additives. However, our focus was on Canada, so we only made brief mentions about other regions (ie EU.) As a team, we feel that we have worked well together. For most decision made, we all came into agreeance quite quickly, which was a factor in our successful completion of our assignment. Because we all have busy schedules, we split up the project so that we could all contribute to completing it. We did accomplish what we had set out to do in a timely manner. We learned that we all have strengths and weaknesses, so we helped each other when additional assistance was needed. One thing we wish we did was for everyone to make their own Wikipedia account, so we could use the sandbox properly. Because only one person made an account, it was impossible to have a sandbox that everyone could access to make changes. |
Team 13 Exam Question and Reflection
|
The illegal use of these plasticizing chemicals that were used to replace approved food additives found in beverages such as bubble tea are called? a) Aspartame b) Olestra c) Phthalate d) Xylitol Answer: c) Phthalate Students should know the difference about the different types of chemicals found in different foods and have knowledge in knowing what they are potentially consuming. |
| Team Reflection |
Before this project, we heard the news and scandals about tapioca pearls. Since it’s a popular food product, we expected to learn more about how tapioca balls were made, and figure out the actual health impacts using scientific evidence to prove or disprove what we have heard in the past. Another topic we were hoping to expand upon is the modern mass production of tapioca pearls but unfortunately, we couldn’t find many sources detailing the factory processes and mostly found certain machines being sold for mass production. We also discovered that while pearls can be made almost purely using the cassava plant, many additives are permitted for use in its production. It would have been nice if we could have figured out the implications of each of the additives and weighed the pros and cons of its use; however, since our topic did not focus solely on additives, we didn’t have the time to conduct research in this area. The team functioned together quite well, with each and every team members being respectful to each other and responsible for their assigned tasks. Since we came to the conclusion that we work most effectively together, we had arranged multiple meetings outside of class hours to carry out the project. We also never had any trouble organizing meeting locations and times, as well as owning up to the tasks that we are most capable of. Our group is very democratic, we would vote on every single decisions (topics, research sections, meeting time and location). Since the team dynamic has been quite positive, if there is anything to improve, we could allocate our researching time more efficiently if we had done more research about sub-topics before starting the project. Our team could have performed more efficiently if we had more discussions about division of labour in order to split the work more evenly. |
Option A: Interviewing a food professional
Option B: Sharing research on Wikipedia
First Few Steps:
- Register for a Wikipedia account, if you don't have one yet
- Go to: https://en.wikipedia.org/wiki/Main_Page
- Go to 'Create Account' on the top right corner
- Enroll in the Wikipedia Course Page for FNH 200: is.gd/FNH200
Start Exploring:
- Information on the wikipedia pages should align with those on the Guideline (PDF file) posted above. If you notice any discrepancy, please kindly let me know.
- You may start with the 'Timeline' on Wikipedia
- You may want to explore potential project ideas
Project Ideas
I picked some 'traditional' foods below, but you don't have to.
You may also want to consider foods from this list: https://en.wikipedia.org/wiki/Wikipedia:Wiki_Ed/Rutgers_University--New_Brunswick/Food_Physical_Systems_(Fall_2016)
Canadian:
https://en.wikipedia.org/wiki/Igunaq
https://en.wikipedia.org/wiki/Bannock_(food) (Indigenous North American)
https://en.wikipedia.org/wiki/Bouq_%C3%89missaire
https://en.wikipedia.org/wiki/Cheese_curd (in poutine)
https://en.wikipedia.org/wiki/Moosomin
https://en.wikipedia.org/wiki/Spruce_beer
European:
https://en.wikipedia.org/wiki/Baked_milk
https://en.wikipedia.org/wiki/Extrawurst
https://en.wikipedia.org/wiki/Oghi_(beverage)
Asia:
https://en.wikipedia.org/wiki/Arak_(drink)
https://en.wikipedia.org/wiki/Fish_sauce
https://en.wikipedia.org/wiki/Natt%C5%8D#Production_process
https://en.wikipedia.org/wiki/Jeotgal
https://en.wikipedia.org/wiki/Korean_alcoholic_beverages#Soju
https://en.wikipedia.org/wiki/Tempeh#Production
I stopped listing here because I had so much fun looking up these Wikipedia entries. I spent a long evening to come up with this list whlie being distracted by many other interesting food-related Wikipedia articles. Feel free to explore other traditional foods from your own culture.
Past Projects
Past projects can be viewed here. Please keep in mind that different evaluation were used in the past.
Team projects from 2014W: http://wiki.ubc.ca/Course:FNH200/2014w2/TeamProjects#2014W_Team_Project_Topics
Team projects from 2013W: http://wiki.ubc.ca/Course:FNH200/2013w2/TeamProjects
Team projects from 2011W and 2012W: http://wiki.ubc.ca/Course:FNH200/TeamProjects.
Poster projects from 2010w can be accessed here: http://wiki.ubc.ca/Course:FNH200/2010w_PosterProjects
Your Reflections and Exam Questions
I will create another Wikipage on UBC wiki where you can post your team reflections, videos and exam questions to complete your team projects.
Team 1:
| Header text | Header text |
|---|---|
| Potential Exam Question Correct Answer | |
| Team Reflection | Example |
'Free' Resources on the Internet
Here is a one-page summary of GREAT open educational resources (images, videos, etc). Give this a try:
|
